Date of Conferral

9-26-2025

Degree

Ph.D.

School

Education

Advisor

Patricia Anderson

Abstract

The problem addressed in this study was that although current literature has highlighted the importance of student digital learning communities (DLCs), there was limited information about how middle school teachers provide guidance to students and successfully build and monitor DLCs to foster student engagement and academic success in online education settings. Framed by Mishra and Koehler’s technological pedagogical content knowledge model, the purpose of this qualitative study was to explore middle school teachers' perspectives of their role in student DLCs and instructional elements needed to guide students, build and monitor DLCs, and foster engagement and academic success. Semistructured interviews were conducted with 8 middle school teachers in one southwestern state in the United States who had at least 1 year of teaching experience and used digital tools to teach any subject. Content analysis using a priori and open coding yielded four themes indicating middle school teachers see their role as (a) designing and integrating digital tools to build engaging DLCs and (b) managing DLCs by setting routines and monitoring participation, and teachers (c) use interactive engagement and (d) lead by modeling and scaffolding to support student success. Findings may inform educational policies and practices to improve student online engagement and their success in online and blended learning environments. Positive social change may result when school administrators support middle school teachers use and application of instructional digital tools critical to student success, which may enhance students’ digital literacy, bridging opportunity gaps among students, and preparing students for lifelong success in a connected world.

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